CPA Dr. George M. Ndiritu
Kenya’s transition to Competency-Based Education and Training (CBET) is rooted in the need to reform its education and training systems to align with labor market demands, enhance employability, and promote lifelong learning. The knowledge-based system that existed before had rigid curriculum structures, limited the engagement between the industry and training institutions, and emphasized theory over practical skills.
Creating a financial plan and budget for long-term CBET sustainability necessitates a comprehensive approach that strikes a balance between educational quality and financial viability. Financial Planning for CBET refers to the structured process of managing the financial resources needed to implement, maintain, and improve a CBET system. It ensures that sufficient funding is available to support the key activities and goals of CBET programs. It involves forecasting, allocating, and managing financial resources to support the design, development, delivery, and evaluation of competency-based education and training programs. Budgeting for CBET, on the other hand, is the systematic process of estimating, planning, and allocating financial resources to all elements of a competency-based education and training system, including curriculum development, trainer training, assessment processes, infrastructure, learning materials, and administrative support. It ensures that all financial activities align with the goals and requirements of CBET implementation and sustainability (Harris et al,1995).
Background Of CBET In Kenya
Prior to this, Kenya’s Education system has been under a content-based curriculum. This system faced several challenges, including a curriculum lacking relevance to the job market, high pressure on students to pass national examinations, inadequate infrastructure and learning materials, a shortage of qualified teachers, and a system that was inflexible and did not cater to individual needs. In 2017, the government introduced CBET with the aim of aligning education with the demands of the labour market and society, i.e., a more practical, skills-oriented approach that includes soft skills, learner-centered pedagogy, and continuous assessment. Once implemented, CBET is expected to, among others, produce learners more ready for the world of work, reduce the mismatch between skills demanded by employers and what the education system delivers, produce more well‐rounded citizens with values, soft skills, and digital literacy, and align Kenya’s education system with global trends emphasizing competencies and 21st‑century skills. However, this has not come without a challenge, and thus, there is a critical need for proper financial planning and budgeting. Some of the challenges facing CBET in Kenya include implementation gaps, assessment & quality assurance, public understanding & buy‑in, cost & resource needs, and the risk of inequality (Kufaine et al., 2013).
Financial Planning and Budgeting
It’s critical at this juncture to clarify the long-term goals of the CBET program by appreciating the industry’s dynamism, the competencies on offer, the target population, and the scope of coverage for successful planning. This will require a thorough assessment of needs to enable appreciation of the initial investment and also offer long-term efficiencies and learner-centered outcomes. It will involve identifying infrastructure gaps, industry demands, and the target audience (Ho, 2018). In addition, to ensure successful planning, it’s vital to consider all costs that will be incurred for positive long-term implementation which include: –
a. Development Costs
- Curriculum design and alignment with industry standards
- Learning materials development (print, digital, interactive)
- Technology platforms (LMS, assessment systems)
- Competency frameworks and validation tools
b. Operational Costs
- Faculty and trainer salaries (including upskilling to CBET methods)
- Administrative staff
- Facilities (maintenance, utilities)
- Student support services (counseling, academic support)
c. Assessment and Quality Assurance
- Tools and resources for competency-based assessments
- External assessors and verifiers (where required)
- Monitoring and evaluation systems
d. Technology and Infrastructure
- Learning management system (LMS)
- ICT equipment (hardware/software)
- Ongoing technical support and upgrades
e. Professional Development
- Continuous upskilling of instructors in CBET pedagogy
- Training assessors and moderators
f. Marketing and Outreach
- Employer engagement
- Learner recruitment
- Public awareness campaigns
To complete the CBET budgeting process, it’s important to link the sources of funds to the related costs. This is to ensure for all the undertaking in relation to CBET long-term investment is undertaken timely and within the resources allocated. Some of the sources expected to support these activities include: –
a. Government Funding
- Ministry of Education or Labour allocations
- National skills development funds
- Grants tied to employment outcomes
b. Private Sector Contributions
- Industry partnerships (co-funding curriculum or equipment)
- In-kind support (internships, mentoring, tools)
- Employer-paid training programs
c. Development Partner Support
- Initial capital or capacity-building funding
- Support for pilot programs and innovation
d. Tuition and Fees
- Learner-paid tuition (with sliding scale or subsidies for access)
- Certification or assessment fees
e. Income-Generating Activities
- Consultancy services to other institutions
- Licensing of CBET content
- Short courses and micro-credentials.
Long-term Sustainability
Since 2017 some milestones have been achieved. key among them is the increase in enrolment and assessment numbers, expansion of modular CBET curriculum, certification of large numbers of trainees, recognition of prior learning, industry linkage and alignment with labour market, improvements in quality assurance & assessment framework, gender balance and inclusion and institutional readiness outside Technical and Vocational Education and Training and Universities preparing for CBET. However, much is need to ensure long-term sustainability of CBET in Kenya.
To ensure long-term sustainability of the CBET, it’s necessary to put in place strategies that will ensure a cost management such as open educational resources, leverage blended or online learning, partner with industry and modularize curriculum. More importantly its key to ensure that at all levels there has been established critical monitoring and evaluation criterion. Such indicators would include cost per graduate, return on investment, learner progression and completion rates and budget vs. actual financial tracking.
It’s also core to inculcate sustainability strategies that will ensure not only smooth operations but stakeholders’ engagement and understanding on the ongoing within CBET. These will include, multi-year budget with projections, revenue diversification plan, Stakeholder engagement strategy, risk assessment and mitigation, policy and regulatory alignment, ongoing capacity building (Anderson et al, 2014).
Conclusion
Kenya’s transition to CBET offers transformative potential for the nation’s workforce, industries, and economy. However, without solid financial planning and budgeting, the system may fail to reach its full impact. A well-thought-out and consistently monitored financial model, grounded in diverse revenue streams, strategic investments, and continuous improvement, will ensure that CBET is not just implemented, but sustained and scaled across the country.
References
Amutabi, N. (2003). The 8-4-4 system of education. International Journal of Educational
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Amutabi, N. (2003). The 8-4-4 system of education. International Journal of Educational
Development.Vol.23 (No.3).
Amutabi, N. (2003). The 8-4-4 system of education. International Journal of Educational
Development.Vol.23 (No.3).
Harris, R., B. Hobart, D. Lundberg 1995. Competency-based Education and Training: Between a Rock and a Whirlpool. Macmillan Education AU.
Kufaine, N. & N. Chitera, (2013). Competence-based Education and Training in Technical Education Problems and Perspectives. International Journal of Vocational and Technical Education 5,3: 37 – 41
Ho, A. T. (2018). From Performance Budgeting to Performance Budget Management: Theory and Practice. Public Administration Review, 78, 748-758. https://doi.org/10.1111/puar.12915
Anderson, S. W., Christ, M. H., Dekker, H. C., & Sedatole, K. L. (2014). The use of management controls to mitigate risk in strategic alliances: Field and survey evidence. Journal of Management Accounting Research, 26, 1-32. doi:10.2308/jmar-50621
Dr. George M. Ndiritu – CPAK is the Deputy Director Finance (Ag) at the University of Nairobi with over 20 years of experience majorly at the institution of higher education
